Suggested Time Frame: 14 Instructional Days

Genre Focus

2.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and 2.8 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: (A) identify the elements of dialogue and use them in informal plays. 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon content to enhance comprehension; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions); (D) make inferences about text using textual evidence to support understanding; (E) retell important events in stories in logical order; 2.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end;

Beginning Reading Skills

Revisit as needed based on student data

Social Studies Focus

Continued from last 2 units.

2.4Bidentify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have exhibited individualism and inventiveness

2.17Adescribe how science and technology change communication, transportation, and recreation

2.17Bexplain how science and technology change the ways in which people meet basic needs

2.9Aexplain how work provides income to purchase goods and services

2.9Bexplain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.

2.10Adistinguish between producing and consuming

2.10Bidentify ways in which people are both producers and consumers

2.10Cexamine the development of a product from a natural resource to a finished product.

Oral & Written Conventions

2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) understand and use the following parts of speech in the context of reading, writing, and speaking: (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); 2.22 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (C) recognize and use punctuation marks, including: (iii) apostrophes and possessives. 2.23 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (B) spell words with common orthographic patterns and rules: (i) complex consonants (e.g., hard and soft c and g, ck); (ii) r-controlled vowels; (iii) long vowels (e.g., VCe-hope);